3. Text: Snowman and Biehler,(2008) Psychology Applied to Teaching, 11 th Edition. ISBN #

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1 1. Department of Curriculum and Instruction EDF 320, Human Development/Learning - Vocation Educ. Credit hours: 3 2. Course Description: Supporting Website for this Course The site offers a wide variety of study aids, practice exams, and interactive flash cards. Access this site as often as you would like in order to study and prepare for online quizzes and the fin exam. This course is the study of human growth and development across the life span, with emphasis upon norm growth and milestones as well as barriers to good development achieved in the physic, cognitive, soci, and emotion systems. The context of culture is so examined as it relates to growth and development. 3. Text: Snowman and Biehler,(2008) Psychology Applied to Teaching, 11 th Edition. ISBN # Student Learning Outcomes Demonstrate knowledge of norm and tered development, including the processes and milestones of infants, toddlers, preschoolers, school-age children, and adolescents, using cognitive, communication, physic, soci-emotion, and gender domains (KERA Gos 2, 6; INTASC Principles 1, 2, 3, 5). Describe the following theories of development: o Piaget s theory of intellectu development. o Vygotsky. o Erikson s psychosoci theory of personity. o Gessell s maturation theory/stages. o Bandura s soci learning theory. o Ainsworth s soci development. o Kohlberg s theory of mor development. o Skinner and other behavior and soci learning theoriesi. Maslow s Heirarchy of Needs (KERA Gos 2, 6; INTASC Principles 2, 3, 5). 2. List and describe the major stages of human growth and development (KERA Go 2; INTASC Principles 1, 6). 3. State appropriate behavior expectations and development tasks associated with each major stage of development (KERA Gos 1, 2; INTASC Principles 1, 2, 3, 5).

2 4. Describe the major theories of motivation and their implications for classroom learning and management (KERA Gos 1, 2, 3, 4, 6; INTASC Principles 2, 3, 5). 5. From directed observations, students will gain knowledge of norm and abnorm responses of children at various ages in a learning environment (KERA Gos 1, 2, 3, 5, 6; INTASC Principles 2, 3, 5). 6. Construct a matrix of development for ages birth through 14 years, including information from the aforementioned theorists (KERA Gos 1, 2, 3, 5, 6; INTASC Principles 2, 3, 5). 7. Gain knowledge of how physic, neurologic, soci, environment, and cultur barriers can affect the learner s growth and development at l ages (KERA Gos 2, 4, 6; INTASC Principles 2, 5). 8. Describe four development research designs and cite the strengths and limitations of each (KERA 1, 6; INTASC Principle 6). 9. To synthesize research from journs, the Web, and other sources in addressing research questions about teaching and learning (KERA Gos 1, 5; INTASC Principle 6). 10. Assemble an electronic portfolio to demonstrate objectives learned throughout the semester, including a summative reflection (KERA Gos 1, 5; INTASC Principles 1, 2, 5, 9) 5. Evuation Assignment Percent of Grade Weekly Quizzes (Individu Work) 30% Weekly Participation on Dis. Board 20% Summary of Article 10% Fin Examination 40% Grading System A B C D Below 65 F

3 6. Student Progress: Students will receive a midterm grade before the last day to withdraw. 7. Attendance Policy: Absences equating 20% of class meetings will result in automatic failure. Class sessions missed as a result of late entry will be counted as absences. The student is responsible for presenting adequate reason for absence to the instructor in order to be given the opportunity to make up missed work. (Adequate reasons include person illness, death or serious illness in the immediate family, or participation in an approved university activity.) 8. Last Date to Drop the Course: Last day to drop course or to withdraw from the University listed Colonel s Compass Disability Statement: If you are registered with the Office of Services for Individus with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individus with Disabilities, please contact the Office on the third floor of the Student Services Building, by at disserv@eku.edu or by telephone at (859) V/TDD. Upon individu request, this syllabus can be made available in ternative forms. 10. Academic Integrity Statement: Students are advised that EKU s Academic Integrity policy will strictly be enfor in this course. The Academic Integrity policy is available at Questions regarding the policy may be directed to the Office of Academic Integrity. 11. Course Requirements 1. Stay current with l assignments and meet deadlines specified in modules. 2. Check your account daily. 3. Check the course site daily. 4. Actively read and review textbook-chapter assignments and online articles. 5. Respond to weekly quizzes 6. Participate in sml group assignments (as needed) including chats/discussions. 7. Participate in chat sessions (if needed) and l discussion board assignments. 8. Actively participate in reading and responding to classmates ideas on the Discussion

4 Board. 9. In the 4 th week students will report on a current issue or trend related to teaching and learning. Each student will post a summary of an article from a profession journ (with the citation or reference noted) on the Discussion Board for feedback from classmates. 10. Complete the fin examination at the end of the course. 12. Course Outline Module 1 Chapter 1 Getting Acquainted and Applying Psychology to Teaching Chapters 2-3 Theories of Psychosoci and Cognitive Development, Age-level 1. Characteristics Erikson Ainsworth Kohlberg Piaget Vygotsky Other Theorists The Contribution of Language Module 2 Individu Differences and Thinking Chapters 4-6 Intelligence Learning Styles Creativity Concept Formation Reasoning Problem Solving Laws and Leg Rights Person First Language Giftedness Ment Retardation Learning Disabilities Behavior Disorders Other Heth Impairments Sensory Impairments Autism and Asperger s Communication Disorders

5 ADHD Sensory Impairments Physic Impairments Heth Disorders Assessment Issues Module 3 Behavior Learning Theory Chapter 7-8 and Information Processing Theory Piaget Gagne Gardner Behavior Theories Classic Conditioning Operant Conditioning Soci Learning Theory Cognitive Theories Information Processing Memory Models Executive Function Module 4 Soci Cognitive Theory and Constructivist Learning Theory, Chapters 9-10 Problem Solving and Transfer Module 5 The Role of Motivation in Learning and Behavior 2. Chapters And Classroom Management The role of motivation in learning and behavior Comparison of theories of motivation Trait perspective for motivation Development of Intrinsic Motivation Development of Attributions Theory of Self-Regulation Effects of the Classroom Environment on Motivation Offici An offici EKU is established for each registered student, faculty, and staff member. All university communications sent via will be sent to this EKU address. Course P/N EDF 320 Course Title Human Development and Learning RELATIONSHIP TO: College of Education Conceptu Framework

6 K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments CF1 CF2 CF3 CF4 CF5 K, A, PA K, A K, A K, A KA2b Kentucky Teacher Standards or K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10 K, A, PA K EKU Gos KA2b EKU-G1 EKU G2 EKU-G3 EKU-G4 EKU-G5 KERA atives Identify the initiative number(s) for each category Learner Gos/Academic Program of Studies: Program of Studies: Skills & Core Content Expectations Understandings Concepts NA NA NA NA EPSB Themes K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments Closing Diversity Assessment Literacy/Reading Achievement Gap K K NA K SPA Nation Association for the Education of Young Children Standard 1. Promoting Child Development and Learning Standard 4. Teaching and Learning; 4b. Using developmently effective approaches.

7 CONCEPTUAL FRAMEWORK ELEMENTS CF1: Knowledge Element - Enables candidates to construct understanding of the complexity and richness of the teaching/learning process. CF2: Pedagogic Skills - Enables the profession educator to facilitate learning for l students. CF3: Dispositions - Includes the profession attitudes, vues and beliefs that support student learning and development. CF4: Technology - Focuses on preparing candidates who are able to use education technology to help l students learn. CF5: Diversity - Reflects the Unit s commitment to preparing candidates to support learning for l students TEACHER STANDARDS (February 2008) (If listing by course objective use KTS and the number) LEVEL STANDARDS STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE 1.1 Communicates concepts, processes, and knowledge. 1.2 Connects content to life experiences of student. 1.3 Demonstrates instruction strategies that are appropriate for content and contribute to student learning. STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION 2.1 Develops significant objectives igned with standards. 2.2 Uses contextu data to design instruction relevant to students. 2.3 Plans assessments to guide instruction and measure learning objectives. 2.4 Plans instruction strategies and activities that address learning objectives for l students. 2.5 Plans instruction strategies and activities that facilitate multiple levels of learning.

8 STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE 3.1 Communicates high expectations. 3.2 Establishes a positive learning environment. 3.3 Vues and supports student diversity and addresses individu needs. 3.4 Fosters mutu respect between teacher and students and among students. 3.5 Provides a safe environment for learning. STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION 4.1 Uses a variety of instruction strategies that ign with learning objectives and actively engage students. 4.2 Implements instruction based on diverse student needs and assessment data. 4.3 Uses time effectively. 4.4 Uses space and materis effectively. 4.5 Implements and manages instruction in ways that facilitate higher order thinking. STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS 5.1 Uses pre-assessments. 5.2 Uses formative assessments. 5.3 Uses summative assessments. 5.4 Describes, anyzes, and evuates student performance data. 5.5 Communicates learning results to students and parents. 5.6 Allows opportunity for student self-assessment. STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY 6.1 Uses available technology to design and plan instruction. 6.2 Uses available technology to implement instruction that facilitates student learning. 6.3 Integrates student use of available technology into instruction. 6.4 Uses available technology to assess and communicate student learning. 6.5 Demonstrates ethic and leg use of technology. STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING 7.1 Uses data to reflect on and evuate student learning. 7.2 Uses data to reflect on and evuate instruction practice.

9 7.3 Uses data to reflect on and identify areas for profession growth. STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS 8.1 Identifies students whose learning could be enhan by collaboration. 8.2 Designs a plan to enhance student learning that includes l parties in the collaborative effort. 8.3 Implements planned activities that enhance student learning and engage l parties. 8.4 Anyzes data to evuate the outcomes of collaborative efforts. STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT 9.1 Self assesses performance relative to Kentucky s Teacher Standards. 9.2 Identifies priorities for profession development based on data from selfassessment, student performance and feedback from colleagues. 9.3 Designs a profession growth plan that addresses identified priorities. 9.4 Shows evidence of profession growth and reflection on the identified priority areas and impact on instruction effectiveness and student learning. STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION 10.1 Identifies leadership opportunities that enhance student learning and/or profession environment of the school Develops a plan for engaging in leadership activities Implements a plan for engaging in leadership activities Anyzes data to evuate the results of planned and executed leadership efforts. EKU GOALS (If listing by course objective use EKU-G and the number) EKU-G1. To promote and support an inclusive climate that respects and celebrates diversity by attracting, developing and educating a diverse student, faculty, and staff population. EKU-G2. To continuously assess and improve the services and infrastructure of the University to support and maintain high quity programs. EKU-G 3. To promote learning through high quity programs, research, and support services. EKU-G4. To develop and enhance an environment facilitating intellectu curiosity, cultur opportunities and problem-solving abilities for members of the University community.

10 EKU-G5. To increase and enhance extern and intern constituency engagement, while maintaining a connection with the southeastern region of Kentucky. SPA s IDENTIFIED BY NCATE (If listing by course objective use SPA acronym and the standard number) List the standard number(s) used as identified by the SPA ISTE Computer Science 1,2,3,4a,4b NAEYC Early childhood Education ELCC Education Leadership ISTE Education Technology Facilitation ISTE Education Technology Leadership 1 ACEI Elementary Education NCTE English Language Arts Secondary NAAEE Environment Education ACTFL Foreign Language NAGC-CEC Gifted and Tented Education AAHPERD & Heth Education AAHE NCTM Mathematics Education 1 NMSA Middle School (NMSA) AAHPERD & Physic Education NASPE IRA Reading Profession ALA School Library Media Speciist AECT School Media and Education Technology NASP School Psychologist NSTA Science Education NCSS Soci Studies CEC Speci Education TESOL Teaching English as a Second Language ITEA/CTTE Technology Education OTHERS IDENTIFED BY THE PROGRAM AREA

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